Lesson 2: Digestive System What do I want students to learn? Concept: Action/Reaction
Essential Question: Can we leave it up to destiny?
I want students to understand THAT: ·Everything we put into our body will affect us oImportance of decision can have life long effects ·Everything is our body is tied together, so neglecting one part will affect another as well.
I want students to know: ·Organs of the digestive system ·Pathways and enzymes involved in the digestive system
I want my student to be able to: ·Be able to see their own life choices and how it affects their bodies
How will I get them there? Aim: Where will I go?
Do Now:Day 1: Write down 5 organs discussed last Friday that are involved in the digestive system. (Collect for bonus points)
Day 2: What happens to the food after it leaves the mouth?
Day 3: Clear off your desks for the quiz.
Day 4:What makes our muscles ache?
Transition:Student will be able to correlate the health issue discussed a week prior with their biological systems of their body, specifically the digestive system.
Description of Lesson: 1.Digestive system a.Organs will be discussed further with proper definitions and locations within the body. b.Pathways of the digestive system will be discussed with few enzymes that are involved in breakdown and absorption of foods. c.Brief introduction to the skeletal system will be addressed at the end of the week.
2.Day 1: Organs involved in the digestive system a.A ditto will be handed out to fill out during class.As we are going over the definitions on the board the students will be filling in the correct names of organs on the ditto. i.Ditto
b.Student will be informed of a quiz which will be held two days from now (Thursday) where they will have to know the organs, functions and pathways of the entire digestive system.Quiz will be only 15 minutes to leave time for the discussion of the Unit project and assign Part I. i.Further discussion of the Unit Project and Part I of project will be held on Thursday after quiz.
3.Day 2: Digestive Pathways and Malfunctions a.Since the students will be already familiar with the organs of the digestive system, we will transition to pathways of the digestive system. b.A lecture will be held to demonstrate how food moves within the body and the enzymes involved in the breakdown. c.After a class lecture and discussion a website and short clip will be used to help differentiate the lesson for the visual learners. i.An interactive website and video will be used as a supplement for the students that need the visual, in order to see the movement from one organ to another. 1.Digestive Pathway & Video a.This is intended for visual learners so they can see the food move from organ to organ and the pathway of food.
4.Day 3: Quiz & Unit Project Discussion a.A quiz will be administered (Should only take 15 minutes, additional few minutes will be allotted just so everyone has a fair chance to finish) i.Quiz
b.Discussion of the unit project c.UNIT PROJECT: Nutritional Pamphlet. i.Student will have to make a nutritional pamphlet that encompasses the health issue discussed the week prior, the digestive and skeletal system and prevention. ii.The unit project will be due in parts outlined in the unit syllabus and the students will be reminded periodically when each part is due. d.Part I: Pros & Cons of Fast Foods i.Students will be asked to choose a Fast Food Restaurant of their choice to include in the pamphlet. 1.This part should include some nutritional values. a.Students will be encouraged to choose the foods that they consume to make them aware of that particular food that they “enjoy.” 2.Write pros and cons on the food(s) chosen 3.Student should bring in their drafts on Friday for discussion
5.Day 4: Hand back & review Quizzes: Moveinto Necessity of Fitness a.Students will be handed back to quizzes from the day before and time will be allotted to go over the exam. i.This is done to see if the student actually understand the topics already covered and to see if any student requires additional help. b.Discussion of the Necessity of Fitness will be covered for the remained of the period as a way to transition into the Skeletal System. i.Students will be asked to go back and remember some of the exercise routines that were discussed a week prior that were intended to help “patient X” with the obesity problem. ii.An inquiry based discussion will be led, where students explain how exercise ‘does the body good’ iii.Some questions to facilitate the discussion will be: 1.What is involved in body movement? 2.Why are bones so important? 3.What is the function of muscles? 4.Why do people that work out require extra protein? 5.What is meant when they say, you loose it if you don’t use it, and why?
What do I want students to learn?
Concept: Action/Reaction
Essential Question: Can we leave it up to destiny?
I want students to understand THAT:
· Everything we put into our body will affect us
o Importance of decision can have life long effects
· Everything is our body is tied together, so neglecting one part will affect another as well.
I want students to know:
· Organs of the digestive system
· Pathways and enzymes involved in the digestive system
I want my student to be able to:
· Be able to see their own life choices and how it affects their bodies
How will I get them there?
Aim: Where will I go?
Do Now: Day 1: Write down 5 organs discussed last Friday that are involved in the digestive system. (Collect for bonus points)
Day 2: What happens to the food after it leaves the mouth?
Day 3: Clear off your desks for the quiz.
Day 4: What makes our muscles ache?
Transition: Student will be able to correlate the health issue discussed a week prior with their biological systems of their body, specifically the digestive system.
Description of Lesson:
1. Digestive system
a. Organs will be discussed further with proper definitions and locations within the body.
b. Pathways of the digestive system will be discussed with few enzymes that are involved in breakdown and absorption of foods.
c. Brief introduction to the skeletal system will be addressed at the end of the week.
2. Day 1: Organs involved in the digestive system
a. A ditto will be handed out to fill out during class. As we are going over the definitions on the board the students will be filling in the correct names of organs on the ditto.
i. Ditto
b. Student will be informed of a quiz which will be held two days from now (Thursday) where they will have to know the organs, functions and pathways of the entire digestive system. Quiz will be only 15 minutes to leave time for the discussion of the Unit project and assign Part I.
i. Further discussion of the Unit Project and Part I of project will be held on Thursday after quiz.
3. Day 2: Digestive Pathways and Malfunctions
a. Since the students will be already familiar with the organs of the digestive system, we will transition to pathways of the digestive system.
b. A lecture will be held to demonstrate how food moves within the body and the enzymes involved in the breakdown.
c. After a class lecture and discussion a website and short clip will be used to help differentiate the lesson for the visual learners.
i. An interactive website and video will be used as a supplement for the students that need the visual, in order to see the movement from one organ to another.
1. Digestive Pathway & Video
a. This is intended for visual learners so they can see the food move from organ to organ and the pathway of food.
4. Day 3: Quiz & Unit Project Discussion
a. A quiz will be administered (Should only take 15 minutes, additional few minutes will be allotted just so everyone has a fair chance to finish)
i. Quiz
b. Discussion of the unit project
c. UNIT PROJECT: Nutritional Pamphlet.
i. Student will have to make a nutritional pamphlet that encompasses the health issue discussed the week prior, the digestive and skeletal system and prevention.
ii. The unit project will be due in parts outlined in the unit syllabus and the students will be reminded periodically when each part is due.
d. Part I: Pros & Cons of Fast Foods
i. Students will be asked to choose a Fast Food Restaurant of their choice to include in the pamphlet.
1. This part should include some nutritional values.
a. Students will be encouraged to choose the foods that they consume to make them aware of that particular food that they “enjoy.”
2. Write pros and cons on the food(s) chosen
3. Student should bring in their drafts on Friday for discussion
5. Day 4: Hand back & review Quizzes: Move into Necessity of Fitness
a. Students will be handed back to quizzes from the day before and time will be allotted to go over the exam.
i. This is done to see if the student actually understand the topics already covered and to see if any student requires additional help.
b. Discussion of the Necessity of Fitness will be covered for the remained of the period as a way to transition into the Skeletal System.
i. Students will be asked to go back and remember some of the exercise routines that were discussed a week prior that were intended to help “patient X” with the obesity problem.
ii. An inquiry based discussion will be led, where students explain how exercise ‘does the body good’
iii. Some questions to facilitate the discussion will be:
1. What is involved in body movement?
2. Why are bones so important?
3. What is the function of muscles?
4. Why do people that work out require extra protein?
5. What is meant when they say, you loose it if you don’t use it, and why?
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